February 12th, 3:00PM EDT

Defining & Measuring Quality in Work-Based Learning

1. Housekeeping and Introductions

2. Defining & Measuring High-Quality Work-Based Learning: A Presentation by The Urban Institute

3. State Example: Georgia

4. Q&A

5. Wrap-up and Next Steps

Today’s Agenda

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Housekeeping

Introductions

Defining and Measuring

High-Quality Work-Based LearningFebruary 12, 2019

Topic for today: defining and measuring

high-quality work-based learning

Source: National Governors Association Center for Best Practices

Discussion Question #1

How is your state defining high-quality work-based learning? What was your process for

developing the definition? What resources have you drawn from?

Georgia WBL Delivery Model

Career Related Education

Model

WBL Criteria

The

Three

Interlocking

Components of

Work-Based Learning

Student’s Career

Goal

Related

Coursework

Structured Work

Experience

Discussion Question #2

What do you think are some important measures for whether your state is making progress toward scaling

high-quality work-based learning? For each of the components of high-quality work-based learning:

partnering agreements, authentic work experience, structured learning, and assessment and recognition of

skills?

Authentic Work Experience Goal –

Sample MeasuresMeasure 1 Measure 2 Measure 3

Qualitative Definition or

standards

developed for

authentic work

experience

Technical

assistance provided

to WBL programs

on authentic work

experiences

Deployment of

training for

industry

representatives on

work experience

Quantitative X number of WBL

programs

implement the

components of an

authentic work

experience

X number of

employers

providing authentic

work experience

X% of WBL

participants who

receive authentic

work experience

find jobs in

occupation of

training

Structured Learning Goal – Sample

Measures

Measure 1 Measure 2 Measure 3

Qualitative Definition of

structured learning

and its

components

developed

Alignment of WBL

curriculum with

structure learning

components

Technical

assistance provided

to WBL programs

on structured

learning

components

Quantitative % WBL programs

that include some

structured learning

components

% WBL programs

that include all

structured learning

components

% WBL

participants who

enroll/complete

programs with

structured learning

components

Partnering Agreement Goal – Sample

Measures

Measure 1 Measure 2 Measure 3

Qualitative Cross-sector

group convened to

develop WBL

agreement

template

Partnering

agreement

template

developed

Technical

assistance provided

to WBL programs

on partnering

agreement

Quantitative No. of partnership

agreements

initiated

No. of partnership

agreements signed

No. of participants

who signed an

agreement who

completed the

WBL program

Assessment and Recognition of Skills

Goal – Sample Measures

Measure 1 Measure 2 Measure 3

Qualitative Development of

standards for

assessment and

recognition of

skills (e.g.,

credential earned)

Alignment of WBL

curricula with

standards for

assessment and

recognition of

skills

Deployment of

standards for

assessment and

recognition of

skills to WBL

programs

Quantitative X% of WBL

programs meet

standards for

assessment and

recognition of

skills

X% of WBL

participants are in

programs that

meet standards

X number of

employers hiring

completers from

WBL programs

that meet

standards

Discussion Question #3

What resources or activities would be helpful for supporting this work? How do you plan to continue your team’s work on defining and

measuring high-quality work-based learning beyond the Policy Academy?

Thank you for joining today!

Next Steps

• Upcoming webinars:• Braiding & Leveraging Funding Streams to Support WBL:

Thursday, February 28, 3 pm ET• Communications & Branding for WBL Initiatives and Programs:

Wednesday, March 20, 3 pm ET

• Planning site visits with Policy Academy and Leader States

• Save the Date: National Institute on Scaling WBL, April 8-10 (more information coming soon!)